Warm Up – 10/23/2013 In your table groups, place the occupations below from least important (1) to most important (10). When you are finished, write your numbers on the board. Cook/ChefPolice Officer Bank ManagerTeacher Garbage Truck Driver President TeacherDog Walker WaitressDoctor

“Zero” After watching this video, discuss with your table group how it effected you. -What do you think of the concept that some people have more worth than others? Is that true? -Does this happen in real life? Where? How? -Is this fair? -What makes a life valuable?

Before you read about what others say about the value of life, take a few minutes to respond in writing to the following quickwrite prompt: What does being alive mean to you? How do you assign value to life? What makes life challenging? What makes it worth living? Describe a few examples that help to show your thinking about how people should value life.

What prior experiences have you had reading plays? What did you notice about the structure of the text? What is a tragedy? What themes and outcomes would you expect to find in a tragedy? What have you done in the past to help yourself read Shakespeare effectively? The soliloquy here begins with a famous quotation: “To be, or not to be—that is the question.” What do you think is “the question” Hamlet is asking? How do you think he might answer it?

Shakespeare’s texts are often difficult because he uses words that are no longer in frequent use, even though they were common when he wrote his plays. Several words in the soliloquy fit into this category. An important rhetorical device Shakespeare uses in Hamlet’s soliloquy is antithesis, or a balance of opposites. Hamlet explores a series of oppositional relationships in his speech, beginning with the question of “to be, or not to be.”

For this vocabulary activity, you will explore some of these antithetical relationships by brainstorming antonyms for the terms listed below. Term Antonym 1. oppression 2. action 3. endurance 4. mystery 5. life

List as many words as possible that are related to the following five concepts from Hamlet’s soliloquy: 1.action 2.thought 3.suffering 4.mortality 5.Fear You may include synonyms directly from the text along with any other words you believe are related to the concept.

Read the soliloquy from Hamlet. Although it is quite short, it packs much meaning into its 33 lines. You may need to read it more than once before you feel you have a good grasp of the ideas it contains. As you first read the text, focus on what you see as the “big picture” Hamlet describes. Based on this first reading, would you say that Hamlet is an optimist or a pessimist? What are your reasons for thinking so?

At this point in the play, Hamlet feels that he is in a crisis. His father died a few months earlier under mysterious circumstances. Hamlet discovers that his father was secretly murdered—by Hamlet’s uncle, Claudius. Making things even worse, Claudius then marries Hamlet’s mother. Hamlet does not know what to do about this knowledge. He wonders whether he can trust anyone or if perhaps he is going crazy.

When you were confused by what you read, what did you do? What strategies helped you to understand what you read? What strategies could you use?

Look again at the structure of Hamlet’s soliloquy. Then answer the following questions about how this speech is organized: 1.Where does Hamlet ask the central question of his soliloquy? 2.Where does he restate this question in greater detail? 3.Does Hamlet ever answer this question? 4.Does he ask any other questions in this speech? 5.Who or what interrupts Hamlet at the end of his soliloquy? Do you think he was finished talking?

Because this series of texts focuses on the way people value life, you will now need to take a second look at the soliloquy. This time, read the text with a highlighter marking the places in the text where Hamlet describes what it means to be alive. Example: In lines two and three, Hamlet describes life as “the slings and arrows of outrageous fortune,” so you could highlight that phrase as an example of what Hamlet thinks it means “to be.”

Take a look at the parts of the soliloquy you have highlighted and compare them with your shoulder partner’s markings. Mark the examples with a “+” or “–” to indicate whether the examples show a positive (+) outlook on life or a negative (–) one. For the example above—“the slings and arrows of outrageous fortune”— you would mark a “–” because it compares being alive to being under attack. After you have marked all your examples, reflect on the question asked earlier: At this moment, does it seem as if Hamlet is an optimist or a pessimist?

Continuing to work with your partner, identify three figures of speech Hamlet uses to express himself. These could include metaphors or personification. For instance, when Hamlet calls whatever happens after death “the undiscovered country from whose bourn no traveler returns,” he’s metaphorically comparing the mysteries of the afterlife to dangerous, unchartered lands. Use your annotations to find more figures of speech. Write your three figures of speech down.

Continuing to work with your partner, choose three of your samples and paraphrase them. Again using the “slings and arrows of outrageous fortune” example, a paraphrase might sound something like this: “Hamlet compares being alive to having fate shoot arrows at him.” As you paraphrase, pay attention to the style used by Shakespeare to convey his ideas. What is the difference between having Hamlet say that life is like “the slings and arrows of outrageous fortune” and having him just say, “Life isn’t very pleasant”? What are the effects of Shakespeare’s stylistic choices as a writer?

Use your annotations to answer the following questions in a paragraph summarizing this reading: What is the big issue in Hamlet’s soliloquy? What claim or argument about the value of life does Hamlet make? What do you think about the Hamlet’s claim?

1.Does the soliloquy form seem to favor the expression of emotion (pathos) or logic (logos)? Explain why you think so. 2.Does Hamlet’s soliloquy use emotion (pathos) to create a specific effect on the reader? If so, describe how emotion is used. 3.Does Hamlet’s soliloquy use logic (logos) to create a specific effect on the reader? If so, describe how the logic is used. 4.When Hamlet speaks his soliloquy, he is in crisis. How do his circumstances position Hamlet to speak with authority (ethos) about the value of life? Does Hamlet seem to be speaking about his life in particular or about the quality of life in general? 5.As careful readers, we are of course aware that it is not really Hamlet speaking, but a character created by Shakespeare. Does Shakespeare seem like someone whose opinions and attitudes are worth considering? Why?

Take a look at the chart constructed for this assignment. It is a “graphic organizer”—a fancy name for something that helps you keep track of various pieces of information and the relationships among those pieces. The chart will prove useful in the writing assignment you will complete at the end of this unit.

The title and author are self-explanatory. “Genre” means “type,” so you are asked to describe the type of writing. For this first text, you would put “Drama” or “Play” as the genre. Across the top of the chart are the ideas you will be tracking as you read the texts in this module. They are presented in the form of questions: What is the text’s big issue? – This asks you to identify the “main idea” of the text. What claim does the text make? – This asks you to identify the writer’s perspective on the main idea. What are examples or quotes from the text? – This is where you would put examples given by the writer to help the reader understand his or her claim. The quotes and paraphrases you worked on earlier will fit well here. Be sure to include page or line numbers (or both) to identify where you found the quote or idea.

What do you think about the text’s claim? – In this box, you will explain your response to the text’s claim, including to what extent (if any) you agree with it. What are your examples? – Give a few examples from your own experiences that help explain your response to the text’s claim. How does this text connect to other texts? – If you see a similarity to another text, make note of it here. Connections can be made even among texts that have very different claims. Take a few moments to fill in the chart for Hamlet’s soliloquy. The final box on making connections may be left blank for the moment.